scholarly journals The Relationship between Second-to-Fourth Digit Ratios, Attention-Deficit/Hyperactivity Disorder Symptoms, Aggression, and Intelligence Levels in Boys with Attention-Deficit/Hyperactivity Disorder

2020 ◽  
Vol 17 (6) ◽  
pp. 596-602
Author(s):  
Ümit Işık ◽  
Faruk Kılıç ◽  
Evrim Aktepe ◽  
Bilal Tanrıtanır
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Rating Scales ◽  
Control Group ◽  
Left Hand ◽  
Hyperactivity Disorder ◽  
Right Hand ◽  
Interesting Study ◽  
Treatment Naïve ◽  
The Right

Objective Observations of sex differences have led some scientists to doubt whether the neuroendocrine system is involved in attentiondeficit/hyperactivity disorder (ADHD) etiology. One of the interesting study subjects in this context is prenatal steroid hormone exposure. The aim of the present study was to replicate and extend previous work by addressing two research questions: 1) Are second-tofourth digit (2D:4D) ratios lower in ADHD than in controls? 2) Is there a correlation between 2D:4D ratios and symptoms of ADHD, aggression and intelligence scores in boys with ADHD?Methods The study included 100 treatment-naive male children diagnosed with ADHD and 55 healthy male children. We measured the ratios of 2D:4D and administered a Wechsler Intelligence Scale for Children-Revised to assess IQ scores, as well as behavioral rating scales, in children with ADHD and comparison individuals.Results We observed lower 2D:4D ratios in the right hand in ADHD in comparison to the control group. The left-hand ratios of 2D:4D, however, did not differ between ADHD and control groups. There were negative correlations between the left-hand 2D:4D ratios and the hyperactivity scores. However, no significant correlation was detected between right-hand 2D:4D ratios and the psychological questionnaire scores.Conclusion These results provide further evidence that fetal androgen exposure may contribute to the pathophysiology of ADHD, at least in boys.

scholarly journals Occupational Therapy for Children with Attention Deficit Hyperactivity Disorder (ADHD), Part 2: A Multicentre Evaluation of an Assessment and Treatment Package

2007 ◽  
Vol 70 (10) ◽  
pp. 439-448 ◽  
Author(s):  
Sidney Chu ◽  
Frances Reynolds
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Occupational Therapy ◽  
Attention Deficit ◽  
Goodness Of Fit ◽  
Rating Scales ◽  
Small Sample ◽  
Control Group ◽  
Hyperactivity Disorder ◽  
Assessment And Treatment ◽  
Treatment Package

A family-centred occupational therapy assessment and treatment package for children with attention deficit hyperactivity disorder (ADHD) was evaluated. The package involves a multidimensional evaluation and a multifaceted intervention, which are aimed at achieving a goodness-of-fit between the child, the task demands and the environment in which the child carries out the task. The package lasts for 3 months, with 12 weekly contacts with the child, parents and teacher. A multicentre study was carried out, with 20 occupational therapists participating. Following a 3-day training course, they implemented the package and supplied the data that they had collected from 20 children. The outcomes were assessed using the ADHD Rating Scales, pre-intervention and post-intervention. The results showed behavioural improvement in the majority of the children. The Measure of Processes of Care – 20-item version (MPOC-20) provided data on the parents' perceptions of the family-centredness of the package and also showed positive ratings. The results offer some support for the package and the guiding model of practice, but caution should be exercised in generalising the results because of the small sample size, lack of randomisation, absence of a control group and potential experimenter effects from the research therapists. A larger-scale randomised controlled trial should be carried out to evaluate the efficacy of an improved package.

Psychological and neuropsychological underpinnings of attention-deficit/hyperactivity disorder assessment

2021 ◽  
pp. 135910452199676
Author(s):  
A. Jordan Wright
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Rating Scales ◽  
Neurodevelopmental Disorder ◽  
Executive Dysfunction ◽  
Life Outcomes ◽  
Hyperactivity Disorder ◽  
Dsm 5 ◽  
Definition Of ◽  
The Right

The identification and diagnosis of attention-deficit/hyperactivity disorder (ADHD) is extremely important in order to help change the trajectory of an individual’s life outcomes. A review of the current state of evidence-based assessment of ADHD is dominated by the DSM-5’s conceptualization of behaviorally-oriented diagnostic criteria. This assumption that the DSM-5’s method for identifying ADHD is the gold standard underlies the research base that evaluates the incremental validity of measures and methods for diagnosing it. That is, when evaluating whether a measure is useful in the identification of ADHD, the ‘right answer’ is based on the DSM-5’s behaviorally-oriented definition. An alternative model for considering the fact that ADHD is a neurodevelopmental disorder, with its roots in executive dysfunction, is proposed. Using neuropsychological and cognitive tests to identify executive functioning problems can be combined with rating scales and interviews to diagnose ADHD in a way that does not ascribe entirely to a behavioral definition of the disorder.

scholarly journals Current use of attention-deficit hyperactivity disorder (ADHD) medications and clinical characteristics of child and adolescent psychiatric outpatients prescribed multiple ADHD medications in Japan

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0252420
Author(s):  
Yoshinori Sasaki ◽  
Noa Tsujii ◽  
Shouko Sasaki ◽  
Hikaru Sunakawa ◽  
Yusuke Toguchi ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Clinical Characteristics ◽  
Rating Scales ◽  
Rating Scale ◽  
Child And Adolescent ◽  
Control Group ◽  
Case Group ◽  
Hyperactivity Disorder ◽  
Adhd Medications

Background/aim Patients with attention-deficit hyperactivity disorder (ADHD) manifest symptoms of hyperactivity, impulsivity, and/or inattention. ADHD medications available in Japan are limited compared with those in Western countries. Prescribing status has not been sufficiently evaluated in clinical settings in Japan. This study investigated the current use of ADHD medications and characteristics of patients who received multiple ADHD medications in a clinical setting in Japan. Methods Study participants were those who visited the Department of Child and Adolescent Psychiatry, Kohnodai Hospital between April 2015 and March 2020. We investigated patients who received osmotic-controlled release oral delivery system methylphenidate, atomoxetine, or guanfacine. A retrospective case–control design was used to evaluate the characteristics of patients who received multiple ADHD medications. Patients who were given three ADHD medications were defined as the case group. Randomly sampled sex- and age-matched patients diagnosed with ADHD were defined as the control group. We compared data for child-to-parent violence, antisocial behavior, suicide attempt or self-harm, abuse history, refusal to attend school, and two psychological rating scales (the ADHD-Rating Scale and Tokyo Autistic Behavior Scale). Results Among the 878 patients who were prescribed any ADHD medications, 43 (4.9%) received three ADHD medications. Logistic regression revealed that children with severe ADHD symptoms, autistic characteristics, or tendency of child-to-parent violence were more likely to have been prescribed three medications during their treatment. Conclusions Our findings suggest the approach to prevent the use of multiple ADHD medications. A prospective study to investigate the causality between prescribing status and clinical characteristics is warranted.

Assessment of Attention-Deficit/Hyperactivity Disorder: An Evaluation of Six Published Rating Scales

2003 ◽  
Vol 32 (2) ◽  
pp. 241-262 ◽  
Author(s):  
Lisa Marie Angello ◽  
Robert J. Volpe ◽  
James C. DiPerna ◽  
Sammi P. Gureasko-Moore ◽  
David P. Gureasko-Moore ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Rating Scales ◽  
Hyperactivity Disorder

Mainstream and Remedial School Attention Deficit Hyperactivity Disorder Boys: More Alike than Different

2005 ◽  
Vol 35 (1) ◽  
pp. 73-88
Author(s):  
J. B. Savitz ◽  
P. Jansen
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Control Group ◽  
Adhd Group ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Executive Deficits ◽  
Mainstream School ◽  
The Difference ◽  
Neuropsychological Tasks

The literature on the neuropsychology of Attention Deficit Hyperactivity Disorder (ADHD) is plagued by inconsistent findings, which are usually attributed to a variety of extraneous variables. One of the most inadequately explored of these variables is the difference between ADHD children attending remedial and mainstream schools. This study aimed to investigate whether the performance of remedial and mainstream school ADHD boys differs on relevant neuropsychological tasks. The sample consisted of three groups of 8- to 12-year-old boys. Two of these groups consisted of children with ADHD: one from remedial schools and one from mainstream schools. The third group was made up of participants without ADHD, who attended mainstream schools. The performance of the remedial school learners on the Stroop, Lurian and cancellation tasks was investigated and compared to a mainstream school ADHD sample. The performance of the ADHD group as a whole was compared with that of a control group. No significant difference in performance was found between the two ADHD groups, except for the length of time taken to read words in the control condition of the Stroop. The control group out-performed the ADHD samples on the Stroop, Lurian and cancellation tasks. The findings suggest that mainstream and remedial ADHD boys do not differ in the severity of their executive deficits, but that boys with ADHD attending remedial schools may be more likely to have another learning disorder than their counterparts at mainstream schools.

Thyroid Hormone Status in Overweight Children with Attention Deficit/Hyperactivity Disorder

2018 ◽  
Vol 89 (3) ◽  
pp. 150-156 ◽  
Author(s):  
Christian Langrock ◽  
Johannes Hebebrand ◽  
Katharina Radowksi ◽  
Eckard Hamelmann ◽  
Thomas Lücke ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Thyroid Hormones ◽  
Attention Deficit ◽  
Rating Scales ◽  
Normal Weight ◽  
Migration Background ◽  
Overweight Children ◽  
Free Triiodothyronine ◽  
Children With Adhd ◽  
Hyperactivity Disorder

Background: There is an ongoing discussion whether thyroid hormones are involved in the development and course of attention deficit/hyperactivity disorder (ADHD). Since obesity is associated with both higher thyroid-stimulating hormone (TSH) and free triiodothyronine (fT3) concentrations and increased rates of ADHD, we hypothesized that overweight children with ADHD show higher TSH and fT3 concentrations compared to overweight children without ADHD. Methods: TSH, fT3, fT4, and leptin levels were analyzed in 230 children (60.9% boys, 9.3 ± 1.7 years old, 35.7% migration background). The children were divided into four groups (I = 26 overweight children with ADHD, II = 56 normal-weight children with ADHD, III = 66 overweight children without ADHD, and IV = 82 normal-weight children without ADHD). Severity of ADHD was determined by the parent version of the Connors 3® rating scales. Results: Overweight children with ADHD did not differ significantly from overweight children without ADHD with respect to TSH, fT3, or fT4 concentrations. Comparing the thyroid hormones between the four groups also demonstrated no significant differences for TSH and fT4 concentrations. fT3 concentrations were significantly higher in normal-weight children with ADHD compared to normal-weight children without ADHD. Inattention and hyperactivity/impulsivity scores were not significantly related to TSH or fT3 in multiple regression analyses adjusted for age, gender, and migration background. In these analyses, TSH was associated with BMI SDS (β coefficient 0.19 ± 0.12, p = 0.002) and leptin (exp[β coefficient] 1.87 ± 1.36, p < 0.001). fT3 (β coefficient 0.06 ± 0.05, p = 0.009) and leptin (exp[β coefficient] 1.17 ± 1.13, p = 0.009) were also associated with BMI SDS. Conclusions: Our findings confirm the relation between overweight and thyroid hormones but point against the hypothesis that thyroid hormones might link overweight and ADHD in children.

A Comparison between Barkley Behavioral Therapy, Minuchin Structural Family Therapy and Neuro-feedback on Anxiety among children suffering from Attention Deficit – Hyperactivity Disorder

2020 ◽  
Vol 59 (10) ◽  
pp. 47-60
Author(s):  
Baqer Mirza Hasanvand ◽  
◽  
Kiyan Gholam Javadi Tarziloo ◽  
Mahbube Mostafa Khiri ◽  
◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Family Therapy ◽  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Behavioral Therapy ◽  
Statistical Tests ◽  
Control Group ◽  
Structural Family Therapy ◽  
Structural Family ◽  
Hyperactivity Disorder

Background & objective: Due to the consequences of attention deficit - hyperactivity disorder, various therapy approach have been formed. This research aimed to investigate a comparative study between Barkley behavioral therapy, Minuchin structural family therapy and neuro-feedback on anxiety among children suffering from attention deficit – hyperactivity disorder. Methods: This study was a quasi - experimental pretest-posttest with a control group. The study population consisted of all primary school student in Karaj in 2018. By using cluster sampling method, 400 students selected and screening conducted for hyperactivity and anxiety. The sample consisted of 40 (10 for each group) students and their mothers were selected by as an available and randomly recruits to each of groups. Instruments for gathering data were semi-structured diagnostic interview (K-SADS), short diagnostic scale for hyperactivity and attention deficit disorder (Caners, 1999) and multidimensional child anxiety scale (March et al., 1997). Then, the participants in the experimental groups (Three groups) participated in Barkley behavioral therapy (9 sessions of 90 min), Minuchin structural family therapy (8 sessions of 90 min) and neuro-feedback (25 sessions of 30 min), while the control group did not receive any intervention. Then, the data were analyzed using SPSS.v21 software and statistical tests such as MANCOVA and ANCOVA. Data analysig was performed with SPSS.v16 and significant levels of all tests set on 0.05. Results: The results indicate that Barkley behavioral therapy, Minuchin structural family therapy and neuro-feedback have significant impact on anxiety among children suffering from attention deficit – hyperactivity disorder, generally (P < 0.01). Furthermore, post-hoc test revealed that the efficacy of therapies on anxiety of experiment groups is different (P < 0.01). Three months follow-up results represent resistance of therapies (P > 0.01). Conclusion: So, using of these therapies for reduction of anxiety among children suffering from attention deficit – hyperactivity disorder. Key words: Barkley behavioral therapy, Minuchin structural family therapy, neuro-feedback, anxiety, attention deficit – hyperactivity disorder

Efficacy of cognitive-behavioral therapy and deep relaxation for children with attention-deficit hyperactivity disorder

2019 ◽  
pp. 19-26
Author(s):  
Nawel Abdesslem ◽  
Sabeur Hamrouni ◽  
Roy Jesse Shephard ◽  
Mohamed Souhaiel Chelly
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Cognitive Behavioral Therapy ◽  
Attention Deficit ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
Control Group ◽  
Hyperactivity Disorder ◽  
Before And After ◽  
Physically Based ◽  
One Year

Objective: This study made a preliminary exploration of the efficacy of physically-based cognitive-behavioral therapy and deep relaxation for children with attention-deficit hyperactivity disorder (ADHD). Methods: ADHD behavior and cognitive functions were assessed by test D2 and Conner’s scale before and after a one-year physically-based training program. The reliability of test scores was assessed by repeat testing of a control group (CG) of 10 students who did not have ADHD. Children (10 per group) with ADHD were assigned to physically-based cognitive-behavioral therapy and deep relaxation (E1) or physically-based cognitive-behavioral alone (E2). Results: After 52 weeks of treatment, an intra-group comparison showed that E1 and E2 had improved their scores on the test D2, whereas CG showed no significant change. In addition, most participants with ADHD showed a remarkable improvement in their attentional behavior, with group E1 responding better to treatment than group E2. Conclusions: Physically-based cognitive behavioral therapy appears to improve function and social competence in children with ADHD, and should be recommended as an alternative or supplement to pharmaceutical treatment.

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